Abstract
Purpose: Problem-Based Learning (PBL) and Concept Mapping (CM) have parallel purposes as both are based on a constructivist view of learning. They promote active learning, support the construction of knowledge, and integrate learning as well as integrating disciplines So, this study was designed to investigate the effect of using concept mapping on the students’ engagement and performance in the PBL tutorials. Methods: The study is a pre-posttest two groups Quasi-experimental. The sample was 415 first year medical students divided into two groups (Group A and Group B). The instruments that were used for data collection were the University Student Engagement Inventory (USEI) and the student’s performance in the PBL tutorials questionnaire to measure the students’ engagement and performance in the PBL tutorials before and after using Concept Mapping. Results: The results of the study revealed that there were statistically significant differences in the overall student engagement between the study groups (mean overall scores 3.78 ± 0.59 and 3.97 ± 0.52) with higher scores for group B. The results were reversed after crossover (3.96 ± 0.56 and 3.82 ± 0.42) with higher scores for group A. Additionally, there were statistically significant differences in the overall student performance between the study groups (mean overall scores 4.59 ± 0.63 and 4.92 ± 0.62) with higher scores for group B. Then results were reversed after crossover (4.90 ± 0.63 and 4.71 ± 0.56) with higher scores for group A. Also, the study found notable improvements in behavioral and cognitive engagement, as well as in group interaction, active participation, and reasoning skills (p-value<0.05).
Conclusion: This study concludes that using concept mapping in problem-based learning led to statistically significant improvements in overall student engagement and performance, as well as in most specific domains. However, no statistically significant improvement was observed in the emotional domain of student engagement and the independent study domain of student performance.
Recommended Citation
Mesbah, Tahany; Abouzeid, Enjy; Hassan, Nahla; Ghaly, Mona; and Talaat, Wagdy
(2024)
"Mapping change: The Effect of Using Concept Mapping on the Students’ Engagement and Performance in Problem-Based Learning Tutorials,"
Health Professions Education: Vol. 11:
Iss.
1, Article 4.
DOI: 10.55890/2452-3011.1315
Available at:
https://hpe.researchcommons.org/journal/vol11/iss1/4
